3 History–Social ScienceSelf and Society: beginning to identify with how their family does things and understand that other families and people have ways of doing things that are different or similar to what their family does. Becoming a Preschool Community Member (Civics): how to live with others and how rules work, such as taking turns to go down the slide.History-Social Science – Learning Experience 1Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:Self and SocietyBecoming a Preschool Community Member (Civics)Marketplace (Economics)Sense of Time (History)Sense of Place (Geography and Ecology)History–Social Science: Learning Experience

4 History–Social ScienceMarketplace (Economics): a beginning understanding of money and the exchange of things and services, such as groceries purchased at the store. Sense of Time (History): events that happened in the past, even before they were born, such as when their mommy was a little girl.History-Social Science – Learning Experience 1Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

5 History–Social ScienceSense of Place (Geography): the location of familiar places in relation to each other, such as knowing the way to preschool or that the park is across the street from the grocery store) and the different kinds of places where people live. (Ecology) learning to take care of earth and animals.History-Social Science – Learning Experience 1Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

7 History–Social ScienceWhat similar experiences did you discover?What different experiences did you discover?What does this suggest in regard to working with the history–social science domain with young children?How might you apply what you have learned here to your current or future work with young children?History-Social Science – Learning Experience 1Active Learning: Putting it together with reflective questionsWhat similar experiences did you discover?What different experiences did you discover?What does this suggest in regard to working with the history–social science domain with young children? (Students can be prompted in this by considering what children bring to this domain and thinking about what differences there might be in children’s daily and family experiences related to the strands of this domain.)How might you apply what you have learned here to your current or future work with young children?History–Social Science: Learning Experience

9 History–Social Science“ children learn about themselves in a social and human context, enabling them to acquire a deep understanding of the responsibilities of members of a democratic society, their place in a complex economy, the legacy of past generations who contributed to society, and an appreciation of richness and diversity of other people.”(California Preschool Learning Foundations, Volume 3, page 1)History-Social Science – Learning Experience 2Information DeliveryThe History-Social Science domain of the foundations helps “….children learn about themselves in a social and human context, enabling them to acquire a deep understanding of the responsibilities of members of a democratic society, their place in a complex economy, the legacy of past generations who contributed to society, and an appreciation of richness and diversity of other people.”History–Social Science: Learning Experience

11 History–Social ScienceWhat were the similarities and differences you found when discussing your responses with a partner or small group?Were there some substrands that you felt were not familiar concepts for you? Which ones?Were some easier than others to consider for responding? Which ones?History-Social Science – Learning Experience 2Active Learning: Putting it togetherNote: Use these next two questions if you have tallied and identified the number of responses for each substrand: Why do you think you all responded more to some substrands than to others?What does this suggest about the substrands?History–Social Science: Learning Experience

12 History–Social ScienceWas anything surprising to you about these substrands?Do you have values that are important to you that are expressed in these substrands? What are they?History-Social Science – Learning Experience 2Active Learning: ReflectionHistory–Social Science: Learning Experience

13 History–Social ScienceHow do you think your own experiences with the content of this domain will affect the work you do with young children?Why do you think these are important areas of development to support in young children?History-Social Science – Learning Experience 2Active Learning: ReflectionHistory–Social Science: Learning Experience

16 History–Social ScienceSelf and Society: centers on culture and diversity, relationships, and social roles and occupations. Becoming a Preschool Community Member (Civics): pertains to skills for democratic participation, responsible conduct, fairness and respect for other people, and conflict resolution.History-Social Science – Learning Experience 3Information DeliveryActive Learning: Getting it startedOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

17 History–Social ScienceSense of Time (History): includes understanding past events, anticipating and planning future events, personal history, and historical changes in people and the world.History-Social Science – Learning Experience 3Information DeliveryActive Learning: Getting it startedOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

18 History–Social ScienceSense of Place (Geography and Ecology): covers navigating familiar locations, caring for the natural world, and understanding the physical world through drawings and maps. Marketplace (Economics): focuses on the economic concept of exchange.History-Social Science – Learning Experience 3Information DeliveryActive Learning: Getting it startedOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

24 History–Social ScienceCompleting the puzzle:Assemble the pieces to show the organizational structure of the domainIdentify the 5 strandsPlace appropriate substrands and foundations under each strandConsider whether each foundation describes what children know or can do at around 48 or 60 months of ageHistory-Social Science – Learning Experience 3Active Learning: Keeping it goingHistory–Social Science: Learning Experience

25 History–Social ScienceWhat stands out for you?Which foundations were easier to place? Why? Which ones were more challenging? Why?What examples of any of these foundations have you seen?Which substrand is the least familiar to you? How could you learn more about that substrand?History-Social Science – Learning Experience 3ReflectionAfter the students have reviewed and discussed their puzzles, ask them to respond to the following questions:As you look at the completed puzzles or organizational structure of the foundations in the history–social science domain, what stands out for you?Which foundations were easier to place? Why? Which ones were more challenging? Why?What examples of any of these foundations have you seen?Which substrand is the least familiar to you? How could you learn more about that substrand?History–Social Science: Learning Experience

28 History–Social ScienceSelf and Society: centers on culture and diversity, relationships, and social roles and occupations. Becoming a Preschool Community Member (Civics): pertains to skills for democratic participation, responsible conduct, fairness and respect for other people, and conflict resolution.History-Social Science – Learning Experience 4Information DeliveryOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

29 History–Social ScienceSense of Time (History): includes understanding past events, anticipating and planning future events, personal history, and historical changes in people and the world.History-Social Science – Learning Experience 4Information DeliveryOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

30 History–Social ScienceSense of Place (Geography and Ecology): covers navigating familiar locations, caring for the natural world, and understanding the physical world through drawings and maps. Marketplace (Economics): focuses on the economic concept of exchange.History-Social Science – Learning Experience 4Information DeliveryOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

36 History–Social ScienceWhat words, phrases, or images from the presentations resonated with you?What similarities did you see? What stood out for you as unique?Why do you think it’s important to share the history–social science foundations with the parents of children in their classrooms?What could you use from these presentations for your future work?History-Social Science – Learning Experience 4Active Learning: Taking it furtherHistory–Social Science: Learning Experience

37 History–Social ScienceWhat terms or elements in the history–social science foundations were new or unfamiliar to you?Which foundations describe competencies that you feel will be easy to observe in children? Which ones may be more difficult to observe?History-Social Science – Learning Experience 4ReflectionHistory–Social Science: Learning Experience

38 History–Social ScienceWhich foundations remind you of foundations in other domains? What does this tell you about how children learn?What will you take from this learning experience to your work on the history–social science foundations with young children?History-Social Science – Learning Experience 4ReflectionHistory–Social Science: Learning Experience

39 History–Social ScienceResources:Spotlight on Young Children and Social Studies (2008), edited by Derry Koralek and Gayle Mindes. National Association for the Education of Young Children.Active Experiences for Active Children: Social Studies (2nd ed.) (2005), by Carol Seefeldt and Alice Galper. Pearson Education.History-Social Science – Learning Experience 4Deeper understandingStudents can choose a book from the list in the References and Source Materials section (California Preschool Learning Foundations, Volume 3, pp. 40—47), recommendations from an instructor, bibliography or reference list in a journal article, or Internet search. The following books from the National Association for the Education of Young Children are also suggested:Spotlight on Young Children and Social Studies (2008), edited by Derry Koralek and Gayle Mindes. National Association for the Education of Young Children.Active Experiences for Active Children: Social Studies (2nd ed.) (2005), by Carol Seefeldt and Alice Galper. Pearson Education.Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy to Math, Science, Art, and Social Studies (2007), by Susan B. Neuman and Kathleen Roskos. Scholastic, Inc.Education for a Civil Society: How Guidance Teaches Young Children Democratic Life Skills (2012), by Dan Gartrell. National Association for the Education of Young Children.History–Social Science: Learning Experience

41 History–Social ScienceEducation for a Civil Society: How Guidance Teaches Young Children Democratic Life Skills (2012), by Dan Gartrell. National Association for the Education of Young Children.History-Social Science – Learning Experience 4Deeper understandingHistory–Social Science: Learning Experience

42 History–Social ScienceReview a book and include:Full citationBackground of the authorCentral theme of the book and key ideasHow the theme and key ideas are supported in the bookHistory-Social Science – Learning Experience 4Deeper UnderstandingWrite a review on a book that covers the overall topic of the history-social science or a particular aspect identified in one of the substrands of the foundations.History–Social Science: Learning Experience

43 History–Social ScienceReview a book and include:Your evaluation of the book as a resource for understanding children’s acquisition of skills and knowledge described in the history–social science foundationsHistory-Social Science – Learning Experience 4Deeper UnderstandingWrite a review on a book that covers the overall topic of the history-social science or a particular aspect identified in one of the substrands of the foundations.History–Social Science: Learning Experience

49 Summary: California Kindergarten History–Social Science Content StandardsLearning and Working Now and Long AgoStudents understand that being a good citizen involves acting in certain ways.Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.History-Social Science – Learning Experience 5Information DeliveryActive Learning: Getting it started, Keeping it going, Putting it togetherHistory–Social Science: Learning Experience

50 Summary: California Kindergarten History–Social Science Content StandardsStudents match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.Students compare and contrast the locations of people, places, and environments and describe their characteristics.History-Social Science – Learning Experience 5Information DeliveryActive Learning: Getting it started, Keeping it going, Putting it togetherHistory–Social Science: Learning Experience

61 History–Social ScienceWhat stood out for you from the ten themes from the National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment?Which themes seemed somewhat familiar? Were there themes that surprised you when thinking about their applicability to preschoolers?History-Social Science – Learning Experience 5Active Learning: Taking it furtherHistory–Social Science: Learning Experience

62 History–Social ScienceWhich themes were easier or more difficult to link with the history–social science learning foundations?What common threads can you find among the themes from the National Curriculum Standards for Social Studies, the California history and social science content standards, and the history– social science learning foundations?History-Social Science – Learning Experience 5Active Learning: Taking it furtherHistory–Social Science: Learning Experience

63 History–Social ScienceWhat aspects of the ten themes might you apply to your work with preschool children and their families?History-Social Science – Learning Experience 5Active Learning: Taking it furtherHistory–Social Science: Learning Experience

64 History–Social ScienceWhat stood out for you from the comparison of the History–Social Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve and the history–social science foundations in the California Preschool Learning Foundations, Volume 3?History-Social Science – Learning Experience 5ReflectionHistory–Social Science: Learning Experience

65 History–Social ScienceWhat were some of the main similarities and differences between the standards and the foundations? What might be some reasons for these similarities and differences?History-Social Science – Learning Experience 5ReflectionHistory–Social Science: Learning Experience

66 History–Social ScienceWhy do you think it’s important for preschool teachers to be knowledgeable about the kindergarten content standards for history–social science?What key ideas from this learning experience will you keep in mind in your work as a preschool teacher?History-Social Science – Learning Experience 5ReflectionHistory–Social Science: Learning Experience

67 History–Social ScienceCompare standards from another state with California’s kindergarten history–social science content standards.Include:Background of the development of the other state’s standardsSimilarities and differencesStrengths in each set of standardsAlignment of the other state’s standards with the history–social science foundationsHistory-Social Science – Learning Experience 5Deeper UnderstandingHistory–Social Science: Learning Experience

72 History–Social ScienceWhat new or different perspectives do you have? How have the panel presentations been helpful in developing these perspectives?What information do you want to remember as you use the history– social science foundations in your work with children and families?History-Social Science – Learning Experience 6ReflectionHistory–Social Science: Learning Experience

73 History–Social ScienceChoose a substrand, and review at least 3 articles from the Bibliographic Notes and/or the References and Source Materials section.Prepare a 1–2 page paper, including:A statement summarizing the focus of the paper and why you selected the topic.Research citations.A summary of key points, research findings, and how the findings relate to your understanding of specific foundations.History-Social Science – Learning Experience 6Deeper UnderstandingHistory–Social Science: Learning Experience

77 History–Social ScienceSelf and Society: centers on culture and diversity, relationships, and social roles and occupations Becoming a Preschool Community Member (Civics): pertains to skills for democratic participation, responsible conduct, fairness and respect for other people, and conflict resolutionHistory-Social Science – Learning Experience 7Information DeliveryOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

78 History–Social ScienceSense of Time (History): includes understanding past events, anticipating and planning future events, personal history, and historical changes in people and the worldHistory-Social Science – Learning Experience 7Information DeliveryOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

79 History–Social ScienceSense of Place (Geography and Ecology): covers navigating familiar locations, caring for the natural world, and understanding the physical world through drawings and maps Marketplace (Economics): focuses on the economic concept of exchangeHistory-Social Science – Learning Experience 7Information DeliveryOverview of the Foundations for the History-Social Science DomainHistory–Social Science: Learning Experience

85 History–Social ScienceBrainstorm a list of questions and considerations related to a child’s family, community, and culture that you believe are important for understanding children’s knowledge and skills described in the foundations.History-Social Science – Learning Experience 7Active Learning: Keeping it goingHistory–Social Science: Learning Experience

86 History–Social ScienceHow culturally, ethnically, and racially diverse is the child’s family? The community in which the child lives?What is the child’s home language? What languages has the child been exposed to in his home? In his community?History-Social Science – Learning Experience 7Active Learning: Keeping it goingFoundation 1.1 under the Self and Society strand, Culture and Diversity substrand might include these considerations and questions:History–Social Science: Learning Experience

87 History–Social ScienceWhat traditions and cultural practices has the child experienced in his family? In his community?What kinds of foods does the child typically eat at home? What are the family’s beliefs and practices around foods and meals?History-Social Science – Learning Experience 7Active Learning: Keeping it goingFoundation 1.1 under the Self and Society strand, Culture and Diversity substrand might include these considerations and questions:History–Social Science: Learning Experience

88 History–Social ScienceWhat opportunities has the child had to meet people outside his family and immediate neighborhood community? To participate in different community events? To travel outside the town or city in which he lives?History-Social Science – Learning Experience 7Active Learning: Keeping it goingFoundation 1.1 under the Self and Society strand, Culture and Diversity substrand might include these considerations and questions (next 2 slides)History–Social Science: Learning Experience

89 History–Social ScienceThe extent of the child’s exposure to and experience with outdoor environments (e.g., parks, gardens, lakes, rivers, streams)Child’s exposure to animals such as pets and animals found at farms, zoos, ponds or streams, aquariums, aviaries, animal-related theme parksHistory-Social Science – Learning Experience 7Active Learning: Keeping it goingExamples for the foundation related to the substrand Caring for the Natural World might include these considerations: (next 3 slides)History–Social Science: Learning Experience

90 History–Social ScienceChild’s familiarity with plants in a home garden, community garden, or parkChild’s experience visiting or living in places with different types of weatherHistory-Social Science – Learning Experience 7Active Learning: Keeping it goingExamples for the foundation related to the substrand Caring for the Natural World might include these considerationsHistory–Social Science: Learning Experience

91 History–Social ScienceHow much the child’s family members talk about weather, animals, and different environments, based on their daily experiences or books, newspapers, magazines, and television showsThe kind of recycling practices the family does and talks aboutHistory-Social Science – Learning Experience 7Active Learning: Keeping it goingFoundation 1.1 under the Self and Society strand, Culture and Diversity substrand might include these considerations and questionsHistory–Social Science: Learning Experience

92 History–Social ScienceWhat questions or considerations cross all or most of the foundations?What themes emerge and what overarching questions are suggested by these themes?Are there any additional questions that should be added?History-Social Science – Learning Experience 7Active Learning: Taking it furtherHistory–Social Science: Learning Experience

93 History–Social ScienceWhat are the primary implications for these questions and considerations when thinking about a specific child’s progress in developing the knowledge or skill described in the foundation?History-Social Science – Learning Experience 7Active Learning: Taking it furtherHistory–Social Science: Learning Experience

94 History–Social ScienceWhich questions or considerations from lists other than the one you developed stand out for you?Which questions or considerations surprised you?History-Social Science – Learning Experience 7ReflectionHistory–Social Science: Learning Experience

95 History–Social ScienceWhich questions or considerations would help you develop the most insight into how a child is demonstrating skills and concepts for several foundations?History-Social Science – Learning Experience 7ReflectionHistory–Social Science: Learning Experience

96 History–Social ScienceHow will you use these key questions or considerations in your work with children and families in supporting children’s development in the history– social science domain?History-Social Science – Learning Experience 7ReflectionHistory–Social Science: Learning Experience

109 History–Social ScienceWhat statement or response from the panelists really caught your attention?What was new or surprising?What reaffirmed or caused you to think differently about the impact of different circumstances on children’s acquisition of the skills and knowledge described in the history–social science domain foundations?History-Social Science – Learning Experience 8Active Learning: Taking it furtherHistory–Social Science: Learning Experience

110 History–Social ScienceWhat responses to the prepared questions help you better understand how children’s background and experiences relate to the foundations in the history– social science domain?How might you apply the information from the panelists in supporting children’s development in the history–social science domain foundations?History-Social Science – Learning Experience 8Active Learning: Taking it furtherHistory–Social Science: Learning Experience

111 History–Social ScienceWhat information stands out for you?What new perspective or understanding do you have about the relationship between children’s family and cultural experiences and the history–social science domain foundations?History-Social Science – Learning Experience 8ReflectionHistory–Social Science: Learning Experience

112 History–Social ScienceWhich aspects of children’s family and cultural backgrounds do you think are the most significant for children developing the skills and knowledge described in the history–social science foundations?Because of what you learned, what will you do differently when working with children and talking with families about these foundations?History-Social Science – Learning Experience 8ReflectionHistory–Social Science: Learning Experience

113 History–Social ScienceHow would you answer the question you selected based on your reading?What research findings address the question?How does this material support or differ from the panelists’ responses to the question?History-Social Science – Learning Experience 8Deeper UnderstandingHistory–Social Science: Learning Experience

114 History–Social ScienceHow has this review of research increased your understanding of the relationship between family, culture, and the history–social science foundations?What additional questions do you still have?History-Social Science – Learning Experience 8Deeper UnderstandingHistory–Social Science: Learning Experience

116 History–Social ScienceExamples listed in the foundations:Suggest possible ways children may demonstrate the competencies addressed in the foundations.Illustrate contexts in which children may show the competencies described in the foundations.History-Social Science – Learning Experience 9Information DeliveryHistory–Social Science: Learning Experience

117 History–Social ScienceExamples listed in the foundations:Show that children learn while engaging in imaginative play, exploring the environment and materials, making discoveries, being inventive, or interacting with peers, teachers, or other adults.Illustrate possible behaviors and are not exhaustive of the many ways children may demonstrate the competencies.History-Social Science – Learning Experience 9Information DeliveryHistory–Social Science: Learning Experience

124 History–Social ScienceIs there anything you particularly noticed about all the examples?Were there some contexts in the classroom where it was easy to see certain foundations in action? Which contexts?History-Social Science – Learning Experience 9ReflectionHistory–Social Science: Learning Experience

125 History–Social ScienceWere there some contexts in the classroom where it was difficult to see any of the foundations in action? What were they?Did some foundations appear in some contexts and not others? Which were they and during which contexts did they appear?History-Social Science – Learning Experience 9ReflectionHistory–Social Science: Learning Experience

126 History–Social ScienceWhat does this tell you about the importance of ongoing observation in early care and education settings?What are the implications of this for your current or future work with young children?History-Social Science – Learning Experience 9ReflectionHistory–Social Science: Learning Experience

128 History–Social ScienceSelf and Society: beginning to identify with how their family does things and understand that other families and people have ways of doing things that are different or similar to what their family does. Becoming a Preschool Community Member (Civics): how to live with others and how rules work, such as taking turns to go down the slide.History-Social Science – Learning Experience 10Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:Self and SocietyBecoming a Preschool Community Member (Civics)Marketplace (Economics)Sense of Time (History)Sense of Place (Geography and Ecology)History–Social Science: Learning Experience

129 History–Social ScienceMarketplace (Economics): a beginning understanding of money and the exchange of things and services, such as groceries purchased at the store. Sense of Time (History): events that happened in the past, even before they were born, such as when their mommy was a little girl.History-Social Science – Learning Experience 10Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

130 History–Social ScienceSense of Place (Geography): the location of familiar places in relation to each other, such as knowing the way to preschool or that the park is across the street from the grocery store) and the different kinds of places where people live. (Ecology) learning to take care of earth and animals.History-Social Science – Learning Experience 10Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

131 History–Social ScienceWhat surprised you about the panelists’ responses?What did you learn about the foundations in this domain?Was one domain more difficult for them to address than the others? Easier? Why do you think that is the case?History-Social Science – Learning Experience 10Active Learning: Putting it togetherHistory–Social Science: Learning Experience

132 History–Social ScienceWhat was the most unexpected thing you heard?What did you hear that was familiar or expected?History-Social Science – Learning Experience 10ReflectionHistory–Social Science: Learning Experience

133 History–Social ScienceWhy is it important to support these foundations in the early experiences of young children?How do you think this experience will affect your work with young children and their families?History-Social Science – Learning Experience 10ReflectionHistory–Social Science: Learning Experience

135 History–Social ScienceSelf and Society: beginning to identify with how their family does things and understand that other families and people have ways of doing things that are different or similar to what their family does. Becoming a Preschool Community Member (Civics): how to live with others and how rules work, such as taking turns to go down the slide.History-Social Science – Learning Experience 11Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:Self and SocietyBecoming a Preschool Community Member (Civics)Marketplace (Economics)Sense of Time (History)Sense of Place (Geography and Ecology)History–Social Science: Learning Experience

136 History–Social ScienceMarketplace (Economics): a beginning understanding of money and the exchange of things and services, such as groceries purchased at the store. Sense of Time (History): events that happened in the past, even before they were born, such as when their mommy was a little girl.History-Social Science – Learning Experience 11Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

137 History–Social ScienceSense of Place (Geography): the location of familiar places in relation to each other, such as knowing the way to preschool or that the park is across the street from the grocery store) and the different kinds of places where people live. (Ecology) learning to take care of earth and animals.History-Social Science – Learning Experience 11Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

138 English-Language DevelopmentListening 1.0 Children listen with understanding. Speaking 1.0 Children use nonverbal and verbal strategies to communicate with others. 2.0 Children begin to understand and use social conventions in English.History-Social Science – Learning Experience 11Information DeliveryActive Learning: Getting it startedHistory–Social Science: Learning Experience

145 History–Social ScienceWhat discoveries did you make while you were doing this?Did some strands have stronger relationships than others?History-Social Science – Learning Experience 11ReflectionHistory–Social Science: Learning Experience

146 History–Social ScienceWhat new ideas about early learning and development emerged?What more do you want to find out about regarding the domains you worked with? How could you get that information?History-Social Science – Learning Experience 11ReflectionHistory–Social Science: Learning Experience

148 History–Social ScienceSelf and Society: beginning to identify with how their family does things and understand that other families and people have ways of doing things that are different or similar to what their family does. Becoming a Preschool Community Member (Civics): how to live with others and how rules work, such as taking turns to go down the slide.History-Social Science – Learning Experience 12Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:Self and SocietyBecoming a Preschool Community Member (Civics)Marketplace (Economics)Sense of Time (History)Sense of Place (Geography and Ecology)History–Social Science: Learning Experience

149 History–Social ScienceMarketplace (Economics): a beginning understanding of money and the exchange of things and services, such as groceries purchased at the store. Sense of Time (History): events that happened in the past, even before they were born, such as when their mommy was a little girl.History-Social Science – Learning Experience 12Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

150 History–Social ScienceSense of Place (Geography): the location of familiar places in relation to each other, such as knowing the way to preschool or that the park is across the street from the grocery store) and the different kinds of places where people live. (Ecology) learning to take care of earth and animals.History-Social Science – Learning Experience 12Information DeliveryDuring the preschool years, children develop a greater understanding of the social world in which they live. The social world includes areas of knowledge including:History–Social Science: Learning Experience

154 History–Social SciencePerformance/Presentation ExamplesA song about social roles and occupations that involves the musicians taking turns and/or supporting each other’s musical turnsA dance about a conflict and its resolution and how that leads to some kind of cooperative workHistory-Social Science – Learning Experience 12Information DeliveryActive Learning: Keeping it goingHistory–Social Science: Learning Experience

155 History–Social ScienceA set of drawings of places that everyone might know and use, which are then compiled into a colorful map of some kindA short play about an important event in someone’s life, incorporating some kind of exchangeHistory-Social Science – Learning Experience 12Information DeliveryActive Learning: Keeping it goingHistory–Social Science: Learning Experience

156 History–Social ScienceWhat discoveries did you make while you were doing this?Did some history–social science strands seem harder to work with creatively than others?History-Social Science – Learning Experience 12ReflectionHistory–Social Science: Learning Experience

157 History–Social ScienceWhat new ideas about early learning and development emerged?Did you develop other ideas of performances you could have done? What were they?History-Social Science – Learning Experience 12ReflectionHistory–Social Science: Learning Experience